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www.economicsnetwork.ac.uk Types of Evaluation Informal module evaluation –Designed and administered by lecturer –Allows instant response by lecturer –Method In class Online questionnaire Discussion board on VLE Staff-student committees –What methods are built in for staff response to students views? PDPs –Mechanisms for sharing students PDPs with staff

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www.economicsnetwork.ac.uk Activity Look through the questionnaires and: (a) identify the optimum context for each one; (b) evaluate their suitability for this context.

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www.economicsnetwork.ac.uk Designing Module Evaluation When? –Length of module –End of module Not formative for current year/semester –Mid-module Autonomy in questionnaire design –Autonomy of department Departmental design meeting? –Autonomy of lecturer Designing the informal questionnaire –Responsibility of students In design and follow-up

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www.economicsnetwork.ac.uk Designing Module Evaluation Administering the process –Stressing importance to students Explain follow-up to results Illustrate ways in which results have been used in the past Guidance notes in student handbook –Building into lectures/classes Designing the questions –Satisfaction/dissatisfaction? –Reasons for satisfaction/dissatisfaction? –Students views on solutions

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www.economicsnetwork.ac.uk Designing Module Evaluation Balance of closed and open questions –Simplicity –Clarity of question –Ease of completion –Time taken to complete each question –Usefulness to lecturer –Ease of presenting and analysing results –Information on which conclusions can be drawn about causes and solutions Length of questionnaire –Balancing amount of information sought with time and energy to complete

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www.economicsnetwork.ac.uk Responding to Results Reporting results to students –By lecturer –At staff-student committees –Online Explaining how results are being acted on –Course design –Lecturer practices –Staff expectations of students

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www.economicsnetwork.ac.uk Responding to Feedback (a) How does your university/department follow up on questionnaire results? (b) How would you personally respond to negative feedback over (i) teaching style; (ii) course content?